IMpact of IM K–12 Math

IMpact Strategy

Beginning in 2017, IM gathered feedback from teachers and leaders using IM Certified Curriculum and Professional Learning to ensure they were high-quality, accessible, and equitable for all students. By leveraging our pilot process and using developmental evaluation methods to gather fast feedback, we built our Theory of Action to inform our next phase.
A graph showing how their lesson is created in a timeline like manner.
In 2019, IM expanded its approach by building a multi-year research and evaluation strategy. The IMpact Strategy for 2019-2021 consists of two key pillars: Collaborative Research Partnerships and Innovative Measurement.
IMpact strategy pillars explaining how they keep their content relevant
IMpact Stories
Leadership Public Schools

Leadership Public Schools

Leadership Public Schools (CA) selected IM 9–12 Math for its teacher supports and to provide students with a standards-aligned curriculum and increased responsibility for their own education.

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Menifee Union School District

Menifee Union School District

Menifee Union School District (CA) turned to IM 6–8 Math authored by Illustrative Mathematics and professional learning certified by IM to bring rigor, coherence, and enjoyment to mathematics lessons.

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Shenandoah Community School District

Shenandoah Community School District

Shenandoah Community School District (IA) used IM’s problem-based curriculum to support diverse learners in developing a deeper understanding and having meaningful mathematics conversations.

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Sunnyside Unified School District

Sunnyside Unified School District

Sunnyside Unified School District (AZ) selected IM 6-8 Math authored by IM and saw students taking ownership of their learning. Students developed mathematical thinking skills through questioning, discussion, and real-world problems.

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Partnerships

Research Partnerships

IM collaborated with four school districts that implemented the IM curriculum during the 2019-20 academic year. This investigation, which took place August 2019–April 2020, used a mixed-methods, exploratory research design to explore the effect of IM curriculum and professional learning on teacher knowledge and confidence, implementation, and teaching practices.
Note: IM intended to collect additional data to explore relationships between implementation on student attitudes toward mathematics and student achievement, but these data collections were suspended due to the COVID-19 school closures and will be considered for future study.
Get In Touch

For More Information

Shelby Danks, Ph.D.
Director of Impact
Illustrative Mathematics